Linked e-resources
Details
Table of Contents
Supervisor's Foreword; Acknowledgments; Contents; About the Author; Acronyms; 1 Introduction; 1.1 Motivation; 1.2 Contributions; 1.3 Research Approach; 1.4 Organization of the Thesis; References; 2 Related Work; 2.1 Social Media and Learning; 2.1.1 Learning Theories and Models; 2.1.2 Peer Education; 2.1.3 Group Formation Algorithms; 2.1.4 Knowledge Transfer; 2.1.5 Social Media; 2.1.6 Social Media for Learning: Personal Learning Environments; 2.1.7 Section Summary; 2.2 Serious Games and Learning; 2.2.1 Serious Games at Technische Universität Darmstadt; 2.2.2 Educational Games.
2.2.3 Player Modeling and Learner Modeling2.2.4 Section Summary; 2.3 Serious Games and Social Media; 2.3.1 Social Games; 2.3.2 Serious Social Games; 2.3.3 Architectures for Social Media Interaction; 2.3.4 Section Summary; 2.4 Chapter Summary and Focus of this Work; References; 3 Approach and Concept for Social Serious Games Creation; 3.1 Boundary Conditions; 3.2 Defining Social Serious Games; 3.3 Hypotheses; 3.4 Target Groups; 3.5 Architectural Scenarios; 3.6 Architecture; 3.7 Preliminary Expert Requirement Study; 3.8 Chapter Summary; References; 4 Content Integration Model for Peer Tutoring.
4.1 Game Context Mapping4.2 Content Metadata for Filtering; 4.3 Semantic Content Categorization; 4.4 Open Content Type Support; 4.5 Dual Achievement System; 4.5.1 Achievement Type Classification for Social Serious Games; 4.5.2 Achievement Categories; 4.6 Architecture Design; 4.7 Chapter Summary; References; 5 Game Adaptation and Personalization Support; 5.1 Game Adaptation by Social Media Profile Data; 5.2 Social Game Interactions; 5.2.1 Game Situations; 5.2.2 Mapping Patterns; 5.2.3 Social Media Interaction Patterns; 5.2.4 Social Interaction Patterns for Educational Games.
5.3 Architecture Design5.4 Chapter Summary; References; 6 Peer Group Formation for Learning; 6.1 Modeling of Matching Criteria; 6.2 The Group Formation Algorithm; 6.2.1 Basic Definitions; 6.2.2 Figure of Merit for Group Formations; 6.2.3 Matcher; 6.2.4 Evaluation of Group Formation Quality; 6.2.5 Optimization; 6.2.6 Maximum Value Calculation for Cohort Performance Index; 6.2.7 Updating; 6.3 Architecture Design; 6.4 Chapter Summary; References; 7 Implemented Scenarios and Evaluation Results; 7.1 PEDALE; 7.1.1 Approach and Scenario; 7.1.2 Research Questions; 7.1.3 Architecture.
7.1.4 Implementation7.1.5 Session Management, Class Separation, and Variations; 7.1.6 Evaluation; 7.1.7 Results; 7.1.8 Interpretation and Limitations; 7.2 GENIUS; 7.2.1 Approach and Scenario; 7.2.2 Research Questions; 7.2.3 Architecture; 7.2.4 Implementation; 7.2.5 Evaluation; 7.2.6 Results; 7.2.7 Interpretation and Limitations; 7.3 GroupAL; 7.3.1 Approach and Scenario; 7.3.2 Research Questions; 7.3.3 Architecture; 7.3.4 Implementation; 7.3.5 Evaluation; 7.3.6 Results; 7.3.7 Interpretation and Limitations; 7.4 Chapter Summary; References; 8 Conclusions and Outlook.
2.2.3 Player Modeling and Learner Modeling2.2.4 Section Summary; 2.3 Serious Games and Social Media; 2.3.1 Social Games; 2.3.2 Serious Social Games; 2.3.3 Architectures for Social Media Interaction; 2.3.4 Section Summary; 2.4 Chapter Summary and Focus of this Work; References; 3 Approach and Concept for Social Serious Games Creation; 3.1 Boundary Conditions; 3.2 Defining Social Serious Games; 3.3 Hypotheses; 3.4 Target Groups; 3.5 Architectural Scenarios; 3.6 Architecture; 3.7 Preliminary Expert Requirement Study; 3.8 Chapter Summary; References; 4 Content Integration Model for Peer Tutoring.
4.1 Game Context Mapping4.2 Content Metadata for Filtering; 4.3 Semantic Content Categorization; 4.4 Open Content Type Support; 4.5 Dual Achievement System; 4.5.1 Achievement Type Classification for Social Serious Games; 4.5.2 Achievement Categories; 4.6 Architecture Design; 4.7 Chapter Summary; References; 5 Game Adaptation and Personalization Support; 5.1 Game Adaptation by Social Media Profile Data; 5.2 Social Game Interactions; 5.2.1 Game Situations; 5.2.2 Mapping Patterns; 5.2.3 Social Media Interaction Patterns; 5.2.4 Social Interaction Patterns for Educational Games.
5.3 Architecture Design5.4 Chapter Summary; References; 6 Peer Group Formation for Learning; 6.1 Modeling of Matching Criteria; 6.2 The Group Formation Algorithm; 6.2.1 Basic Definitions; 6.2.2 Figure of Merit for Group Formations; 6.2.3 Matcher; 6.2.4 Evaluation of Group Formation Quality; 6.2.5 Optimization; 6.2.6 Maximum Value Calculation for Cohort Performance Index; 6.2.7 Updating; 6.3 Architecture Design; 6.4 Chapter Summary; References; 7 Implemented Scenarios and Evaluation Results; 7.1 PEDALE; 7.1.1 Approach and Scenario; 7.1.2 Research Questions; 7.1.3 Architecture.
7.1.4 Implementation7.1.5 Session Management, Class Separation, and Variations; 7.1.6 Evaluation; 7.1.7 Results; 7.1.8 Interpretation and Limitations; 7.2 GENIUS; 7.2.1 Approach and Scenario; 7.2.2 Research Questions; 7.2.3 Architecture; 7.2.4 Implementation; 7.2.5 Evaluation; 7.2.6 Results; 7.2.7 Interpretation and Limitations; 7.3 GroupAL; 7.3.1 Approach and Scenario; 7.3.2 Research Questions; 7.3.3 Architecture; 7.3.4 Implementation; 7.3.5 Evaluation; 7.3.6 Results; 7.3.7 Interpretation and Limitations; 7.4 Chapter Summary; References; 8 Conclusions and Outlook.